Teacher Advisory Council Meeting
Thursday, January 22, 2009
Online Meeting via GotoMeeting.com
Superintendent’s Conference Room
1:00-3:00 p.m.
Made to Stick TOY Book Discussion
BOOK REVIEW OF MADE TO STICK (2007) BY CHIP AND DAN HEATH
Duct tape is an unforgettable addition to a book jacket that makes a text
memorable in its exterior appearance, if not totally memorable in content. The book,
Made to Stick: Why Some Ideas Survive and Others Die (New York: Random House,
2007), by brothers Chip and Dan Heath is a compilation of theories and personal
conclusions applied to everyday life and focused, interesting anecdotes that engage the
reader's attention even as they further clarify the writers' message. The extensive
revision that this text received before its publication and the cooperative relationship
between these two biological brothers probably account for the clear organization, the
concise but appropriately thorough coverage, and the wealth of information given in
the end notes. The SUCCESs model (with the concluding lower case "s" signaling the
correct spelling of this acronym) was an appropriate way to tutor the novice and the
experienced reader. This book was an easy read for someone familiar with the varied
content knowledge and situations explored by these writers. Less informed readers
might be overwhelmed by the plethora of information, but all readers have access to
the lessons these brothers teach about composing and selling one's message in an
effective, sustained manner. This text is worth purchasing for one's personal and
professional library and could engage the sustained imaginations and interests of study
groups in many professions. After reading it literally from cover to cover, I am
impressed by the enthusiasm and wisdom of these rather young writers who obviously
combine their content knowledge and writing talents in a clever but serious
presentation. However, despite my admiration for this text, I am left disappointed
with not having a definitive understanding of several references to "Kentucky Fried
Rat” [an urban legend that claimed that rats are cooked and served by this famous
fried chicken company].
Selected Points of Interest (given in no particular order):
(1)
numerous comparative examples used to illustrate points made
(2)
commonly known content knowledge (such as the lead for a news story) used to
illustrate how and why the reader should accept the writers' views
(3)
misinformation corrected and proven with credible references
(4)
an easy style of written communication sustained throughout the text
(5)
avoidance of a writing style that betrays a writing committee of two, plus those
who offered editing advice
(6)
admission of limitations of advice given while reinforcing the merit of the advice
(7)
use of famous names without appearing to be name dropping
(8)
(9)
(10)
(11)
(12)
use of biblical examples (e.g., the Good Samaritan) without proselytizing
[For example, I wondered at first why these writers didn't use the Prophet
Nathan's pointed, memorable accusation against King David, "Thou art the man!,"
until I recalled how spiritually loaded that example can be (i.e., a challenge to
adultery and misappropriation of one's power and privilege). They were right to
avoid this apt but inappropriate for their secular, universal purposes biblical
allusion and example.]
the delay of their condensed lessons until near the book's conclusion, after the
reader has been convinced by the SUCCESs model
a conclusion (especially the last chapter and epilogue) that summarizes and
conceptualizes the writers' overall message
end notes that inform and interest in depth readers but that also permit less
interested readers to learn the lessons without knowing all the background facts
a complete but not overwhelming index (Yes, I read all the entries.)
POSSIBLE TOPICS FOR DISCUSSION BY TOY PARTICIPANTS
1.
Urban Legends (Introduction: What Sticks?, pp. 3-24)
1.1
Why do many students, faculty, and staff (and the public!) believe urban
legends (e.g., our state is running out of money and will close all schools,
beginning second semester, if parents do not pay tuition for public
education) quicker than they believe the factually proven and reasoned
truth (e.g., our state constitution requires a free public education)?
1.2
How are we humans often akin to Willie Stark (All the King’s Men by
Robert Penn Warren) who learned that the way to win election was
through deception and coercion (e.g., “You will need to know this
information I’m teaching you one day!”) rather than through detailed but
boring factual data given in a long-winded speech (e.g., the sage on the
stage approach to teaching)? (“The villain: Curse of Knowledge”)
1.3
How and why are today’s students impacted by legends rather than by
lessons? (SUCCESs)
2.
Chapter 2: Unexpected (pp. 63-97)
2.1
How can we surprise our students into learning?
2.2
How can we surprise ourselves into creative teaching for effective
learning?
3.
Chapter 6: Stories (pp. 204-237)
3.1
Why do stories persist in all cultures as an effective means of conveying
knowledge and transmitting culture?
3.2
How does Jared’s Subway diet story relate to our relationship with
students?
4.
Epilogue: What Sticks, pp. 238-252; see also pp. 253-257 (Reference Guide)